Document Type : Original Article

Authors

1 Ph.D. Candidate of Educational Psychology, North Tehran Branch, Islamic Azad University, Tehran, Iran

2 Assistant Professor, Sport Psychology Dept., Research Institute of Sports and Health Sciences, Allameh Tabataba’I University, Tehran, Iran

3 Assistant Professor, Educational Psychology Dept., East Tehran Branch, Islamic Azad University, Tehran, Iran

4 Associate Professor, Islamic Thought and Educational Sciences Dept., Imam Sadiq University - Woman Capus, Tehran, Iran

Abstract

This study aimed to explain the teachers' job involvement based on goal orientations by the mediating role of teaching emotions. Using random sampling method, 228 females (135) and male (116) high school teachers were selected from areas of the Tabriz Education Organization. Participants completed the Goal Orientations for Teaching (GOT: Butler, 2007), the Achievement Emotions Questionnaire for Teachers (AEQ Teacher: Frenzel et al., 2010), and the Utrecht Work Engagement Scale (UWES-9: Schaufeliet al., 2006). Data analysis was performed by structural equation modeling. The results showed that mastery goal orientation positively predicts teachers' job engagement both directly and indirectly through the mediation of positive teaching emotions. In contrast, work-avoidance goal orientation negatively predicts job engagement both directly and through positive emotions. Also, ability-approach and ability-avoidance goal orientations predicted more job engagement only indirectly and mediated by positive emotions. Despite the significant direct effect of mastery goals and work avoidance goals on the teaching of negative emotions, but this emotion did not have a significant effect on teachers' job engagement. These results highlighted the role of adaptive goal orientations in increasing and in contrast, maladaptive goal orientations in reducing teachers' job engagement.

Keywords

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